Curriculum. Fall Semester Year One

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1 ITEM R030 Program Description Clinical coding is the transformation of descriptions of diseases, injuries and procedures into alphanumeric designations. Originally, coding was performed to classify mortality (cause of death) data on death certificates. However, in the United States, coding has also been used to classify morbidity (disease) and procedural data. The coding of health-related data permits access to medical records by diagnoses and procedures for use in clinical care, research, and education. Since the implementation of the federal government's prospective payment system in 1983, there has been a great deal of emphasis placed on coding. Currently reimbursement of hospital and physician claims for Medicare patients depends entirely on the assignment of codes to describe diagnoses, services and procedures provided. Additionally, other third party payers have followed Medicare's lead and are using coded data for claims processing. In the 1990 s, the federal government attacked the problem of health care fraud and abuse. As the basis for reimbursement, appropriate coding has become crucial as health care providers seek to assure compliance with official coding guidelines. Today, there are many demands for accurately coded data from the medical record in all types of health care institutions. In addition to being used on claims for reimbursement, codes are included on data sets used to evaluate the processes and outcomes of health care. Coded data are also used internally by institutions for quality management activities, case-mix management, planning, marketing and other administrative and research activities. FVCC's Medical Coding Program spans three semesters. Students average 40 hours per week in classroom and lab activities while completing 37 credits required in this certificate program. After graduation, students are eligible to take the Certified Coding Associate Exam (CCA). Need for the Program A national shortage of medical coding professionals exists as the HealthCare system continues to base reimbursement on coding. Medical coders are vital to the financial well being of medical providers. The U.S. Bureau of Labor Statistics projects that Medical Records and Health Information Technicians are among the fastest growing occupations for years Montana Occupational Job Projections Report predicts an increase of approximately 38.4% in jobs for the years If proposed legislation passes, medical coders will be required in all physicians offices creating a great demand for certified professionals in this field. Fall Semester Year One Curriculum 3 credits BIOL 110 Basic Anatomy and Physiology 1 credit BIOL 111 Basic Anatomy & Physiology Lab 3 credits BIOL 133 Medical Terminology 1 credit CMPA 100 Introduction to Microcomputers 3 credits MED 101 Healthcare Delivery Systems 3 credits MED 120 Records Information Management 14 Total semester credits

2 ITEM R030 PROPOSAL Page 2 Spring Semester Year One 3 credits BIOL 170 Disease Processes/Pharmacology 3 credits BUS 130 Business Communications 3 credits MED 130 Medical Law and Ethics 3 credits MED 221 Basic Medical Coding 2 credits MED 222 Computerized Medical Billing 14 Total semester credits Summer Semester Year One 3 credits MED 22 Intermediate ICD-9-CM Coding 3 credits MED 262 Intermediate CPT Coding 3 credits MED 277 Medical Coding Internship 9 Total Semester credits 37 Total Credits Program Approval Flathead Valley Community College is in the process of applying for program approval from the American Health Information Management Association (AHIMA). A letter of intent to apply for approval has been sent, and FVCC s report to AHIMA is due on April 1, 200. Facilities Students have access to the FVCC library, a medical library provided for them in the classroom and online resources for medical terminology and medical coding. Students have access to computers and the Internet in the many labs located on the FVCC campus. Computer access is adequate. All students attending Flathead Valley Community College pay a fee to support the purchase and replacement of equipment used for instruction. The program added four new courses that require approximately 12 hours per week in a classroom. Faculty Currently the following instructors teach classes in the Medical Coding Program. Fulltime Instructors: Sue Justis, Ph.D.; Brenda Rudolph, MBA; Adjunct Instructors include: Stacey Bradley, RHIA; Vicki Wilcutt, RHIA; Deb Wolfshorndahl, Certified Coding Specialist with 2 years of coding experience; Chris Woods, Master of Public Health; Carol Conklin, BS and Yvonne Peck, BS, Coding Certificate. Assessment The success of the program will be measured in several ways. The program will receive review on a regular basis from its advisory committee members. This advisory committee meets twice per year. Students completing the program will take certification exams, and the results of these exams will provide a quantitative measure of the success of the program. Furthermore,

3 ITEM R030 PROPOSAL Page 3 employers during the Internship will complete surveys asking how well students education at FVCC prepared them for their careers. In addition, FVCC has implemented an internal process to review all occupational and academic programs. Programs are reviewed on a rotational basis and occur at a minimum of once every five years. Program reviews are submitted to the Curriculum Committee which includes: the Vice-President of Instruction; Director of Enrollment Planning and Research; Director of Admissions and Records; Division Chairs; and staff from Student Services. The process provides an opportunity to showcase exemplary programs and student successes as well as to identify strengths and weaknesses of the program. Action plans are designed to address any identified weaknesses. Finally, all programs at the College are reviewed by the Northwest Commission on Colleges and Universities every 10 years. An institutional self-study is conducted as part of the re-accreditation process, whereby all areas of the institution undergo a comprehensive examination to identify areas of strengths and weaknesses. Action plans are designed to address any identified weaknesses. Relationship to Programs in Other Institutions Flathead Valley Community College was the first college in Montana to introduce the Medical Coding Certificate program. The MSU College of Technology in Great Falls has a Health Information Coding Specialist Certificate program and is also using the curriculum guidelines from the American Health Management Information Association.

4 ITEM R030 PROPOSAL Page 4 Budget Analysis/Enrollment Estimates 1 Proposed Program: Campus: Estimated Enrollment Information Year 1 Year 2 Year 3 Year 4 Year FTE Enrollment Estimated Incremental Revenue Use of Current General Operating 19, , ,40.4 Funds 2 State Funds 3 State Funding for Enrollment Growth 4 Net Applied Tuition Revenue (A-B) A. Incremental Tuition Revenue 6 B. Reductions to Incremental Tuition 7 Program Fees External Funds 8 Other Funds TOTAL Estimated Revenue 19, , ,40.4 Estimated Incremental Expenditures 9 FTE Cost FTE Cost FTE Cost FTE Cost FTE Cost Personal Services , , ,10.4 Operating Expenses Equipment 12 Start-up Expenditures 13 TOTAL Estimated Expenditures 19, , ,40.4 Estimated Revenues over/(under) Expenditures

5 ITEM R030 PROPOSAL Page 1 Provide estimates for each year until the proposed program is fully implemented and expenditures/revenues/enrollment reflect a mature program. For example, a two-year program would probably include estimated enrollment for only 2-3 years. 2 Existing general operating funds allocated to support the proposed program. 3 State funds specifically dedicated through Board or Legislative action in support of the proposed program. 4 Include $1,914/FTE for each year of the biennium following the next consideration of enrollment growth by the Legislature. For example, a program proposed in November 2003 could not receive enrollment growth funding until FY06. Net applied tuition revenue is gross incremental tuition revenue minus tuition reductions. This should reflect the tuition revenue available to be applied directly to the program. 6 Total gross incremental tuition revenue generated by the increased enrollment in the proposed program (enrollment times tuition rate). 7 Reductions to the gross incremental tuition revenue including fee waivers, academic support, institutional support, etc. Provide detail in narrative. 8 Include federal funds, grant funds, private funds, and other external funds. 9 Include only incremental expenditures for the proposed program. 10 Include salary, benefit, and insurance costs. 11 Examples include library resources, professional services, travel, materials, supplies, equipment <$, 000, etc. 12 Include only capitalized equipment (>$,000). 13 Include start-up expenditures including one-time only expenditures, marketing expenditures, accreditation expenditures, etc.

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